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Elizabeth Talbott; Andres De Los Reyes – Grantee Submission, 2022
Data from multiple school sources, including informant ratings, systematic direct observations (SDOs), and school wide data (e.g., office disciplinary referrals [ODRs]) are routinely used to guide decision making in the delivery of evidence based practices for students with externalizing and internalizing behavior problems. Over 50 years of…
Descriptors: Case Studies, Decision Making, Guidelines, Referral
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Chitiyo, Jonathan; May, Michael E. – Journal of the American Academy of Special Education Professionals, 2018
A growing body of research shows that the School-wide Positive Behavior Intervention Support model (SWPBIS) has the potential to reduce the occurrence of problem behavior in school settings, create positive school environments and enhance the academic outcomes of all students. However, although there is a growing body of research showing its…
Descriptors: Barriers, Program Implementation, Positive Behavior Supports, Models
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Boxer, Paul; Huesmann, L. Rowell; Dubow, Eric F.; Landau, Simha F.; Gvirsman, Shira Dvir; Shikaki, Khalil; Ginges, Jeremy – Child Development, 2013
Bronfenbrenner's (1979) ecological model proposes that events in higher order social ecosystems should influence human development through their impact on events in lower order social ecosystems. This proposition was tested with respect to ecological violence and the development of children's aggression via analyses of 3 waves of data (1 wave…
Descriptors: Foreign Countries, Violence, Conflict, Observation
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Plumb, Jacqui L.; Bush, Kelly A.; Kersevich, Sonia E. – School Social Work Journal, 2016
Adverse childhood experiences (ACEs) are a common and pervasive problem. There is a positive correlation between ACEs and difficulties across the lifespan. Unlike healthy forms of stress, ACEs have a detrimental impact on the developing brain. There are three types of trauma: acute, chronic, and complex. Most ACEs are considered complex trauma,…
Descriptors: Trauma, Correlation, Behavior Problems, Intervention
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Tsouloupas, Costas N.; Carson, Russell L.; Matthews, Russell A. – Psychology in the Schools, 2014
One approach for understanding teachers' behavioral responses to classroom student misbehavior is through the perceptions of efficacy in handling this stressor. The present study investigated the relationship and predictive ability of personal and school cultural factors as they relate to perceptions of teachers' efficacy in handling student…
Descriptors: School Culture, Student Behavior, Behavior Problems, Teacher Effectiveness
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Demanet, Jannick; Van Houtte, Mieke – School Effectiveness and School Improvement, 2013
Few studies with respect to grade retention and school-disruptive behavior have focused on adolescence. Moreover, previous retention research has ignored multilevel issues. This study aims to fill these research lacunae by addressing the role of grade retention in adolescent students' school misconduct. Furthermore, we explore the role of the…
Descriptors: Adolescent Attitudes, Grade Repetition, Student Behavior, Behavior Problems
Duncan, Neelima Gutti – ProQuest LLC, 2012
Direct training procedures have been beneficial in increasing teachers' knowledge and skills for the use of recommended intervention for target students in their classrooms. However, direct training alone has not been successful in teachers' consistent and sustained use of the intervention for the target student and the generalized use…
Descriptors: Intervention, Direct Instruction, Problem Solving, Teachers
Rose, Gary – ProQuest LLC, 2013
Dealing with students' behavioral problems is one of the most pressing concerns facing educators today, and teachers are feeling inadequately equipped to meet the challenge. The objective of this research was to better understand prevailing delinquency problems in K-12 classrooms, and how teachers address them. Although calls to improve school…
Descriptors: Delinquency Prevention, Elementary Secondary Education, Behavior Problems, Police
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McLean, Sara; Kettler, Lisa; Delfabbro, Paul; Riggs, Damien – Clinical Psychologist, 2012
Background: Challenging and disruptive behaviour is commonly reported among children placed in the out-of-home care sector. Little is known about how stakeholders in this sector understand or manage challenging behaviour. Method: Ninety-two stakeholders in the South Australian out-of-home care sector were interviewed about their approach to…
Descriptors: Residential Care, Mental Health Workers, Interviews, Foster Care
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Ormel, Johan; Oldehinkel, Albertine J.; Sijtsema, Jelle; van Oort, Floor; Raven, Dennis; Veenstra, Rene; Vollebergh, Wilma A. M.; Verhulst, Frank C. – Journal of the American Academy of Child & Adolescent Psychiatry, 2012
Objectives: The objectives of this study were as follows: to present a concise overview of the sample, outcomes, determinants, non-response and attrition of the ongoing TRacking Adolescents' Individual Lives Survey (TRAILS), which started in 2001; to summarize a selection of recent findings on continuity, discontinuity, risk, and protective…
Descriptors: Psychopathology, Mental Health, Adolescents, Anxiety
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Haine-Schlagel, Rachel; Brookman-Frazee, Lauren; Fettes, Danielle L.; Baker-Ericzen, Mary; Garland, Ann F. – Journal of Child and Family Studies, 2012
Parent involvement in the treatment of childhood disruptive behavior problems is a critical component of effective care. Yet little is known about the amount of time therapists are involving parents in treatment and factors that predict therapists' efforts to involve parents in routine care. The purpose of this study is to examine therapists'…
Descriptors: Behavior Problems, Parent Participation, Parent School Relationship, Psychotherapy
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Mitchell, Barbara S.; Stormont, Melissa; Gage, Nicholas A. – Behavioral Disorders, 2011
Despite a growing body of evidence demonstrating the value of Tier 1 and Tier 3 interventions, significantly less is known about Tier 2 level treatments when they are added within the context of a tiered continuum of support. The purpose of this article is to systematically review the existing research base for Tier 2 small group intervention…
Descriptors: Investigations, Intervention, Prevention, Interpersonal Competence
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Fitzgerald, Monica M.; Cohen, Judith A. – Journal of Applied School Psychology, 2012
Schools are ideal settings for identifying children and adolescents who have been exposed to traumatic events. They are also ideal for providing evidence-based mental health services, such as trauma-focused cognitive behavioral therapy, to students affected by childhood posttraumatic stress disorder and co-occurring mental health and behavioral…
Descriptors: Evidence, Health Services, Posttraumatic Stress Disorder, School Psychologists
Lauderdale, Stacy Marie – ProQuest LLC, 2011
Teachers have many roles that make them influential in a child's overall development at school. The relationship formed between teachers and students early on may foreshadow adjustment and functioning of the student in later school years. A conditional latent curve model was fit to data from a subsample of the longitudinal Collaborative Family…
Descriptors: Teacher Student Relationship, Behavior Problems, Child Development, Longitudinal Studies
Kutty, Seema – ProQuest LLC, 2012
Recent times have seen an increasing prevalence and incidence of children with ASD in school settings. Social, cognitive, and language process deficits directly impact the ability of children with ASD to effectively functioning within the complex social setting of schools. In particular, deficits are noted in the areas of social communication and…
Descriptors: Incidence, Pervasive Developmental Disorders, Autism, Interpersonal Competence
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